The design, integration and assessment of a simulation-based team training curriculum delivered to groups of medical, nursing and respiratory therapist students

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dc.contributor.advisorDonnon, Tyrone L.
dc.contributor.authorSigalet, Elaine Lucille
dc.contributor.committeememberBeran, Tara
dc.date.accessioned2017-12-18T22:28:59Z
dc.date.available2017-12-18T22:28:59Z
dc.date.issued2012
dc.descriptionBibliography: p. 106-123en
dc.descriptionIncludes copy of ethics approval. Original copy with original Partial Copyright Licence.en
dc.description.abstract"Purpose: The goals of this study were to 1) develop an interprofessional simulation based team training curriculum, 2) deliver the curriculum to undergraduate students from medicine, nursing and respiratory therapy, and 3) assess the efficacy of providing a didactic Crisis Resource Management Module prior to engaging in the simulation based curriculum. Although interprofessional education is strongly endorsed educators are challenged by the lack of evidence to guide the optimization of simulation as a learning modality and a paucity of assessment tools. Secondary objectives were to assess the psychometric properties of the newly developed KidSIM™ Attitudes Towards Teams in Training Undergoing Designed Educational Simulations (ATTITUDES) Questionnaire and The KidSIM™ Team Performance Scale. Method: A quasi-experimental pre-and post design was used to compare the differences between the intervention group and the comparison ( control) group. Paired sample t-tests were used to look at differences between pre-and post attitude questionnaire scores, and team performance scores from Time 1 to Time 2. Independent sample t-tests were used to examine differences between comparison and intervention scores. ANOV A was used to look for relationships between demographics and scoring. Results: There were significant improvements in all student post test attitude scores (p < 0.001). Participation in the additional CRM module was significantly related to higher team performance scores at Time 1 (p < 0.001) and Time 2 (p < 0.01). There was a significant improvement from Time 1 to Time 2 for comparison group aggregate performance scores and most subscale scores (p < 0.01 top< 0.001) and for intervention group communication subscale scores (p < 0.001). Discussion: The KidSIM™ ATTITUDES questionnaire and the KidSIM™ Team Performance scale provide a reliable and construct valid measure supporting the use of a simulation based team training curriculum to improve student appreciation of IPE and teamwork, and IP team abilities to work more effectively together by Time 2 regardless of receiving didactic CRM. The relationship between level of competence and the didactic CRM module is noteworthy but requires further research to provide more information regarding sustainability. "
dc.format.extentxx, 149 leaves : ill. ; 30 cm.en
dc.identifier.citationSigalet, E. L. (2012). The design, integration and assessment of a simulation-based team training curriculum delivered to groups of medical, nursing and respiratory therapist students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/4622en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/4622
dc.identifier.urihttp://hdl.handle.net/1880/105623
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleThe design, integration and assessment of a simulation-based team training curriculum delivered to groups of medical, nursing and respiratory therapist students
dc.typedoctoral thesis
thesis.degree.disciplineMedical Science
thesis.degree.disciplineMedical Education
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 2077 627942921
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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